PK-3 Lesson Plan

Name: Allison Fields Grade Level: 1 Date: 4-5-

17 Group Size: 16

Subject/Lesson Topic: Math- Organizing & Interpreting Data (Learning

Center)

Objectives:
TLW sort data into three categories.
TLW record information using a tally mark to represent each student
choice.
TLW represent data in an appropriate graph such as a bar graph.
TLW answer questions about the data such as, Which category has
more?, Which category has less?, etc.

Standards/GLEs:
(1.MD.C4) Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of data
points, how many in each category, and how many more or less are in
one category than in another.

Contextual Factors:
The age of the children in the first grade classroom is 6-7 years old.
There are eight boys and eight girls in the classroom.
Six of the students are African-American, nine of them are Caucasian,
and one of them is of Mexican descent.
There is one ELL student with an IEP who speaks nearly fluent English.

Teacher Materials/Resources:
One Favorites packet for each student
Laminated tally charts to stay in learning center (6)
Velcro pictures for students to change out on tally charts for each
prompt
Active Board

Student Materials/Resources:
Favorites packet
Pencil
Crayons/colored pencils
Eraser

Technology Integration:
Use the Active Board to record data representations (tally chart)
Use Active Board to demonstrate how to transfer data into a bar graph.

Family/Community Connection or Extension:

Invite a cafeteria worker to speak to your class about how classroom
lunch orders are used each day to order and prepare food.
Pre-Assessment:
Observe students during sorting and counting activities to determine
their readiness for displaying data.

Lesson Procedure and Activities:

Introduction:
While in a whole-group setting, ask the students the following
questions:
o Why is data collected and analyzed?
o How can information be gathered, recorded, and organized?
o Can data be sorted or organized in different ways? Is one way
better than another?

o Data can be sorted and organized in order to answer questions

and solve problems.
o Data helps us answer everyday questions like what is our classs
favorite kind of ice cream, or how much pizza or chocolate milks
the cafeteria needs to order.
o Relate examples to students lives.
o The way data is displayed or organized influence interpretation.
Ask student volunteers to name what they had to drink with their
breakfast.
Make a tally chart with their responses. Let each student tell you what
they drank and record the data on the tally chart. (Prior knowledge:
how to mark tallies on a tally chart)
Discuss how parents and schools use this data to order enough of the
right kind of drink for their breakfast.
Demonstrate tallying data again, this time with their favorite milk as
the prompt (white, chocolate, or strawberry).
This time demonstrate and explain how to transfer data from tally
chart into a bar graph.
Explain that this is what they will be doing in their math learning
center.

Activities:
At the learning center have all materials ready in their buckets:
laminated tally charts, dry erase markers, and velcro pictures to
change out for each prompt in their packets.
Pass out the Favorites packet to each student. Each page includes: a
different prompt with 3 categories, a bar chart to graph the data they
gather on their tally charts, and some questions about the data.
The five different prompts are: Our Favorite Pet, Our Favorite
Instrument, Our Favorite Fruit, Our Favorite Ice Cream, and Our Favorite
Subject.
Instruct students that they will do this activity at their math learning
center for the next few days.
They will take their packet with them to the center. Starting with the
first prompt they will walk around the classroom to survey their
classmates favorite pet. They will use their tally chart and marker to
record an answer for each student in the class.
 Students will use and change out the Velcro pictures on their tally
charts to remind them what current prompt they are gathering data
for. (Ex: a picture of a guitar, a piano, and drums placed over each
column on the tally chart when completing the favorite instruments
prompt; same for the favorite pet, subject, ice cream, etc.)
Once they have collected their data for each student choice onto their
tally chart, then they will go back to their learning center area and
begin to transfer their tallied data onto the bar graph in their packets.
Using the specified color for each category they will fill up the bar
chart.
Then, they will use the data from the graph to answer the following
questions on the data:
o 1. Which item did most students select?
o 2. Which item did the least amount of students select?
o 3. Write three sentences to describe your data using the
following words: fewer than, fewest, more than, most, equal.
Once they complete the packet page for one prompt, they may move
on to the next prompt. This learning center activity will take place
every day during centers time for up to a week if needed.

Closure:
Discussion: How can representing data be used in other ways? For
example, how many students are attending school today? Who would
want this information? What games do students like to play at recess?
Who could use this information and how would they use it?

Differentiation:
ELL:
Having Velcro pictures of each category out for students to use with
tally chart.
Provide models to guide students in this activity. For example, use
cubes to represent student choices and compare the cubes to
understand more/less.
Scaffold questions according to students needs.

Higher students:
For students who finish packet early, allow them to help struggling
students complete packet.

Formative Assessment/Evaluation:
Use students data packets to group students for instruction. Students
displaying misconceptions could work with myself or the teacher in a
small group.